MILTON MOUNT CURRICULUM INTENT – Learning together for life
At Milton Mount, we have designed a relevant, exciting and inclusive curriculum to ensure that the needs of the children in our school are met through rich experiences and active learning. We recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers. We understand the need for embedded oracy and reading skills in order to improve future life chances and so we prioritise these skills in all areas of the curriculum for all children.
The curriculum is the vehicle through which learning systematically builds year by year. This journey begins in Early Years where the children learn about themselves and their immediate environment, before systematically developing children’s knowledge and understanding of the wider world. Through this the children are challenged to be responsible, global citizens who reflect on their lives and the lives of others.
An important and distinctive feature of our school is the very positive relationships enjoyed by pupils, staff and parents. A central aim of Milton Mount Primary School is to provide a rich and supportive, child-centred learning environment, which is age appropriate for the needs of all our pupils. In this we recognise that some pupils experience very heavy burdens and are vulnerable due to a wide range of issues, including SEND. We make it our mission to equip all children with the skills needed to stay safe within the community and online. We support these pupils by providing them with emotional support as well as ensuring the curriculum is based on consistent, child-centred, quality teaching and learning throughout the school. Central to this is our status as a UNICEF Gold Rights Respecting School which underpins everything we do.
We encourage our pupils to aim high and we believe that working in partnership with parents and the wider community is paramount to children’s success.
The Milton Mount Curriculum – Implementation
Our ambitious curriculum is built around the principle that children will know more, do more and remember more. Topics are planned around an overarching question which is broken down week by week in to a series of smaller questions, with links made to other subjects where appropriate. Lessons require children to think deeply in order to answer these questions by applying the skills, knowledge and vocabulary that has been taught. A combination of visitors, trips and a focus on first hand experiences, discussion and children ‘doing more’ ensure exciting and memorable learning experiences for all.
Pre-learning tasks are used by the teachers to help shape the learning journey. Skills, knowledge and vocabulary are specifically planned for in line with our whole school subject progression so that learning builds upon prior experiences towards clearly defined end points.
We have high expectations for all children. All lessons make appropriate provision for all of our learners, including children with SEND – whether this be through scaffolding and support or through providing greater challenge.
‘Sticky Starters’ are used throughout the curriculum to support the children in making links to what they have learnt ‘last week, last term, last year and beyond’.
We have specialist teachers who teach Music, French and Forest Schools and a PE specialist who supports all teachers. This ensures that children have rich experiences in these important curriculum areas.
Here is our whole school curriculum overview for the year –
Remote Learning Plan –
The Milton Mount Curriculum – Impact
Our aim is that through the delivery of our curriculum, children will develop the following skills that we believe to be crucial for future success and wellbeing:
- Articulate and confident speakers
- Thinking and considering
- Being active and motivated
- Problem solving
- Making choices
Our aim is that children all children, including those with SEND, will leave Milton Mount prepared for the next stage of education, with core skills embedded. We are committed to ensuring that all children leave Milton Mount reading at their chronological age (as a minimum). We will measure the impact of our curriculum through standardised testing, pupil voice, careful work scrutiny and comparing skills across the school to assess whether they are progressive.
At Milton Mount, our teaching of mathematics is based on a mastery approach in the belief that every child is capable of success. We follow the White Rose ‘Scheme of Learning’ which ensures that the National Curriculum is effectively taught across a range of mathematical concepts and contexts to develop depth of understanding.
We want all children to feel challenged and we strive to take the lid off learning, allowing children to fulfil their potential. Our unique planning structure enables all children to progress and surpass expectations.
Through carefully structured lessons, children immerse themselves in new learning using practical resources before moving to pictorial and abstract concepts.
Discussion plays an important role in the maths lessons. Children are able to share, discuss and justify, problem solve and reason. As teachers, we focus on questioning to extend, deepen and move the learning on.
Here is a link to the White Rose Schemes of Learning
At Milton Mount, we believe that every child has the potential to become confident and articulate speakers as well as creative and skilled writers. Our curriculum includes: oracy, phonics, reading, writing, spelling and handwriting. Our approach is through topic-based learning and provides children with the opportunity to become immersed in their learning and explore a wide variety of texts e.g. stories, information writing and recounts of stories or events.
At Milton Mount, we want our children to have the best possible chances in life and the ability to communicate with peers, as well as adults in school and within the community. We encourage children to express their opinions, be listened to and articulate their thoughts and feelings, and be able to use a wide range of vocabulary to take turns in conversations and adapt their speech to a range of situations and audiences.
At our school, we currently follow the “Song of Sounds” programme of study to guide the teaching of phonics. All Early Years and Key Stage 1 children have an hour of discrete daily-taught phonics sessions.
Here is some more information about the scheme we follow:
Song Of Sounds Parent Guide
Reading is a high priority at Milton Mount. Children are taught reading in their English writing lessons as well as discretely in small groups and whole class sessions. Throughout the school, we use ‘Reading Rings’ and Cracking Comprehension to support the progress of reading skills; vocabulary, inference, prediction, explanation, retrieval, fluency and pace.
In KS1 and Early Years, the children have access to a range of books which match their phonics stage. We also use Bug Club as a way of supporting this in home learning. Children’s reading is also celebrated through our reading competition ‘Journey to Pluto’ where children are encouraged to read daily in order to move through the planets.
To continue their love of reading, children in KS2 use Accelerated Reader to help build comprehension skills and test themselves on the books that they are reading. We celebrate the children’s word counts in class and on our Accelerated Reader tree in the library.
Writing is nurtured at our school from an early age through mark making and activities to develop fine motor skills. In KS1, children are taught to use finger spaces, full stops and capital letters and progress to using other forms of punctuation such as question and exclamation marks. They are taught about using engaging and meaningful vocabulary to make their writing interesting. By the end of KS1, pupils begin to evaluate and make some improvements to their writing through editing with purple pens. In KS2, pupils build on the foundational skills of writing and improve the accuracy of grammar, punctuation and spelling. Through our Learning Lines, children are taught to apply the National Curriculum skills within a variety of different genres. We also have ‘Writing Process’ weeks each half term in which the children are taught the skills of planning and drafting an extended piece of writing, organising their work coherently and the processes of evaluation, editing and publishing. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the end of their Milton Mount journey.
We celebrate children’s achievements in writing every week through the ‘Star Writer’ assembly. Great work is read aloud and showcased within the classrooms.
Here is a link to the National Curriculum which shows you the skills progression for spelling, reading and writing.
Religious Education and Collective Worship
As a Rights Respecting School we work hard to promote and respect the Rights of the Child which is outlined in the United Nations Convention of the Rights of the Child. Milton Mount School is always striving to become an even better Rights Respecting School. We were delighted to have achieved UNICEF’s level 1 award in 2013 and are incredibly proud to have now achieved their ‘Gold Award’ in 2018. At Milton Mount, we link the rights of the child with British Values.
For more information about the UN convention please follow this link http://www.unicef.org/crc/
Please see below for the Rights Respecting School Gold Award report:
The Rocking Rights Respecting Group
This group is made up of children from across the school. It leads the school in learning about children’s rights as set out in the United Nations Convention for the Rights of the Child (UNCRC). This lays out for governments the rights of every child in the world. The Articles of the Convention say what every child needs to be able to grow up safe, happy and well.
The Rights Respecting Reps meet regularly and work hard on a variety of projects. They strive to uphold the rights of children in the local community and around the globe through fundraising, raising awareness and campaigning. They are also charged with informing parents about the rights of the child through the creation of posters, leaflets and videos.
What difference does it make?
We have put the UNCRC at the heart of our school ethos and policies to ensure that all of our pupils have the opportunity to become active and empowered global citizens. Teaching the children about their rights encourages them to treat each other respectfully and enriches their learning behaviour. It also gives them the power and confidence to identify and challenge injustice in the world around them.
Rights Respecting Schools in Action
The children learn about the UNCRC in many different ways. We have PSHE lessons every week, which link directly with the UNCRC and British Values. The Rights of the Child is also at the heart of our curriculum. The children also attend assemblies about their rights and participate in special focus activities such as Rocking Rights Day, OutRight Week and SoccerAid. At the start of every year, the class work together to learn about the UNCRC and use the articles to make a class charter.
Article of the Fortnight
The children learn about a new article (or right) each fortnight in assembly. During phases assemblies they are able to learn about their rights and discuss how they are respected by the adults and organisations around them. They also have the chance to discuss how they can respect the rights of their peers and friends and what to do if they do not think their rights are being respected by others.
Want to Know More?
Click the links below to see the leaflet which was designed by the Rocking Rights Reps and to view a PowerPoint which was shared at one of our recent parent forums.
A Guide to Rights Respecting Schools
Here are the long term plans for the foundation subjects:
Science: 2021-2022 Science
Geography KS1: 2021-2022 KS1 Geography
Geography KS2: 2021-2022 Geography
History KS1: 2021-2022 KS1 History
History KS2: 2021-2022 History
P.E: 2021-2022 PE
Art: 2021-2022 Art
D.T: 2021-2022 DT
MFL: 2021-2022 MFL
Music: 2021-2022 Music
PSHE: 2021-2022 PSHE
R.E: 2021-2022 RE
Forest Schools: 2021-2022 Forest schools
Catch-up Premium Funding Report – January 2021